Chinese Gifted and Talented Students’ Learning Needs in New Zealand Primary Schools: Perspectives From Chinese Parents

Abstract

This research explored Chinese parents’ perceptions about the learning needs of their Chinese gifted and talented students in New Zealand. This study also explored Chinese parents’ definitions of giftedness and talent. A Q methodology was used to identify the perceptions of 10 Chinese parents whose children had been identified as gifted and/or talented in New Zealand primary schools. These parents were from various regions of China: five from mainland China, three from Hong Kong, and two from Taiwan. Factor analysis was used to investigate the similarities and differences between the perceptions of New Zealand Chinese parents in relation to the learning needs of their Chinese gifted and talented children. Findings revealed that acculturation shaped parents’ perceptions in three key ways: (1) parents who strongly maintained heritage cultural values prioritized academic achievement more than social-emotional development, (2) parents with higher Western cultural adaptation emphasized holistic development, and (3) conflicting acculturation strategies within families led to tensions in educational expectations. These dynamics influenced parenting practices, parental expectations, and the relationship between families and schools. The research also provided a platform for Chinese parents to present their voices about what was happening for them in the New Zealand education system.

Keywords

culturally responsive teaching immigrant students gifted and talented education New Zealand primary schools

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